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Select "make a copy" this will be your guided notes reflection tool. 

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Select "make a copy" this will be your guided notes reflection tool. 

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IWP Y10 E10 Baseball's Breaking Barriers 

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IWP Y10 E7 Choose to Challenge with Ruby Bridges 

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IWP Y10 E5 Lunar New Year Year of the Ox

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IWP Y10E4  A Holiday Over Time  (groundhog edition)

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1.) Students will reflect on the parameters of the IO in the Learner Portfolio.

2.) Students will create an organized Google Doc or Folder that contains IO requirements.

3.) Students will organize their points of comparison between the works.

4.) Using a calendar, students will set their own pacing schedule for succeeding on the IO.

5.) Students will reflect in the Learner Portfolio on how authorial choices create meaning in their extracts.

6.) Students will reflect on their progress, specifically focusing on points of needed clarity and points of connection.

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Category: Communication
Outcome: Engage in civil discourse:
1. Make concessions
2. Identify claims
4. Support claims using evidence
5. Acknowledge alternative perspectives (other perspectives)
6. Display active listening skills.

Ways to use during instruction time:
1. Fish bowl discussion
2. Class debate

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Skills: Communication Skills, particularly recognizing the importance of audience and using nonverbal techniques [slam poetry]
Outcomes: SWBAT receive meaningful feedback (while developing the poem); SWBAT communicate things in their poem without saying it directly, to evoke emotions from their listeners/audience or to convey tone and mood.
Strategy: Google Forms for Peer Assessment

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Communication--ATL (Hasty & Jones-Caldwell) Giving an argumentative speech

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Communication--ATL (Hasty & Jones-Caldwell) Giving an argumentative speech

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Teach --argument skill, read famous speeches, listen to audio of famous speeches (Challenger, 9/11)

1. Conduct thorough research for a selected topic and develop a position about the topic.

2. Develop your argument using emotional, and logical appeals.

3. Determine and develop arguments for both sides of the issue--point/counterpoint.

4. Give an argumentative speech presentation.

5. Debate and anticipate questions from the audience and give valid responses (rebuttal).

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Research Skills- citing text evidence to support a claim

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Research Skills- citing text evidence to support a claim

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1. Use RACE strategy to create claim
2. Collect data to support claim
3. Analyze data to find specific details that support claim
4. Quote textual evidence to support claim
5.  Create citations for source information

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Critical: Student will understand I can statements and learning objective. Focus on lesson. Witness modeled instruction.
Creative: Differentiation: Student option to display learning of skills.
Transfer: Peer-Peer Learning/ Shared Instruction/Guided Practice. Independent Learning.
Reflection: Think about their thinking. Understand Purpose for learning

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Communication - give and receive meaningful feedback (toolkit link: https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_tsm_1412_1_e&part=4&chapter=9)
Self-Management - organizational skills: effective outlining (https://www.youtube.com/watch?v=88MjoZalHpM and https://www.youtube.com/watch?v=0AKAuRby7n8), reflective skills
Social Skills - collaboration: teach how to collaborate effectively (https://docs.google.com/presentation/d/1LJNValhCnK3yD8HbzPXKNXFGYD5KYg3N-CDlJ8He6B4/edit#slide=id.g2b9f4374b0_0_0)
Research Skills - media and information literacy: identify and evaluate credible sources (https://newseumed.org/tools/lesson-plan/source-can-i-trust-creator)
Thinking skills - critical thinking: how to develop and support an idea, synthesis: how to utilize information from 2 or more relevant sources to support their thinking, analysis and evaluation

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To view the various elements of this example, please use the icons at the side of the screen.

Giving feedback

If given well, feedback can:

help motivate students

give them more responsibility for their learning

help them develop their knowledge, skills and behaviour.

However, giving effective feedback requires training and practice. The activities provided in this example contain a number of helpful tips teachers can share with students to help them provide meaningful feedback to their peers. Teachers can use these activities to help students think about and practise how they give and receive feedback.

Receiving feedback

Students receive regular feedback, written and oral, formal and informal. This could take the form of comments written on an essay, questions or comments based on a presentation they have given, responses posted on a blog, or reports at regular intervals.

A good way to teach students to receive feedback is to be ACCESSIBL:

Accepting of the impact you may have had on your audience-avoid being too quick to dismiss comments made about your work

Clear about the advice offered-seek clarification if you are confused or uncertain about what is said

Convert your feedback into concrete action-for example, create a checklist for future pieces of work

Explicit about the areas on which you want to receive feedback-this will help produce more meaningful feedback from your peers

Self-aware-be alert to your emotional and intellectual responses to what others tell you

Summarize what you have been told

Insistent-keep asking specific questions if you feel you are not receiving the detailed feedback you were expecting

Believe that the person giving feedback has your best intentions at heart and wants to help you improve

Listen to advice and avoid the temptation to become defensive.

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Approaches to learning, inquiry and service teacher support material

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To view the various elements of this example, please use the icons at the side of the screen. If given well, feedback can: help motivate students give them more responsibility for their learning help them develop their knowledge, skills and behaviour. However, giving effective feedback requires training and practice.

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Think: Research Skills (Media Literacy)

Pair: Outcomes-
- Communicate information and ideas effectively to multiple audiences using a variety of media and formats
- Understand the impact of media representations and modes of presentation
- Make informed choices about personal viewing
- Compare, contrast and draw connections among (multi)media resources
- Seek a range of perspectives from multiple and varied sources

Share:
- Modeling doc analysis for students
- Argumentation

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1. Communication - Students will demonstrate strong verbal communication skills.
2. Social - Students will show respect for others at all times and appropriately resolve conflict.
3. Self-management - Students will demonstrate time management skills by submitting assignments on time.
4. Research - Students will formulate questions that strengthen their ability to conduct research.
5. Thinking - Students will use reflection as a tool to strengthen critical thinking.